Welcome to Framing Instructional Systems Design for the Information Age -
training program development
Instructional Systems Design means many things to many people and in some respects we are no different. Our focus in this course is to provide you a structured methodology, based on empirically supported learning theory as it applies to the analysis and design of performance-based training programs.
Our focus is toward the analysis of a training need and the design of that training by utilizing the most recent empirically based learning theories. Without a solid understanding and application of what one is training to, the design won’t be structured to support those learning outcomes. Similarly, if one does not utilize the empirically supported and interrelated learning theories for adult learners then efficient and effective outcomes cannot be guaranteed. As Dr. Ruth Clark has noted, roughly 50% of any training program design resides within the areas of analysis and design. Our approach does not preclude the necessity for solid development, implementation and evaluation as outlined within an ADDIE model but, as the old IT (Information Technology) adage “GIGO” (garbage in, garbage out) suggests, unless you do it right on the front-end you’ll still end up with less than satisfactory results on the back-end.
Learning theories abound for all situations and learning styles and will continue to evolve with new and/or re-tooled concepts of learning. But, only those theories which have been scientifically supported to efficiently and effectively impact the learner’s ability to learn are utilized here. We have all learned a myriad of learning theories, their constructs and applicability in various settings yet, have been left to our own devices to synthesize and assimilate those into workable paradigms as our work and programs dictate. Our usage here of certain empirically based theories was derived because they have shown a direct application to the analysis and design of any training program. And, most importantly, they have shown to be the most effective and efficient for achieving successful learning transfer.
We suggest these theories are “interrelated” because they have been built upon one another over time and impact individual aspects of the analysis and design of a course toward high learner retention within any training program. This interrelationship might be looked on as what Einstein referred to as his unified field theory. However, unlike Einstein, the use of the empirically supported learning theories is, as we’ve all seen over the years, ever-evolving. As such, their interrelated usage is not truly unified but an analogy towards being so as they directly interplay with and upon one another toward a unified learning schema.
It is within this unified approach that we will guide you through the analysis and design of performance-based training where effective and efficient learning is derived and accomplished. The concepts and constructs that are applied are directly applicable to classroom, blended, hybrid or e-learning environments as the presented learning theories address all of those venues.
We will discuss and then show you how and where each of these theories are directly applicable to the analysis and design of your training program. At each turn, we will present you with examples and then ask you to apply those principles on the design within a scenario. Throughout this program we will continually show you where each of these theories applies within the analysis and design, so you too will begin to see and understand the interrelationship we suggest be utilized for optimum results for your training program and most importantly, for the learner!
Let’s get started!
training program development
Instructional Systems Design means many things to many people and in some respects we are no different. Our focus in this course is to provide you a structured methodology, based on empirically supported learning theory as it applies to the analysis and design of performance-based training programs.
Our focus is toward the analysis of a training need and the design of that training by utilizing the most recent empirically based learning theories. Without a solid understanding and application of what one is training to, the design won’t be structured to support those learning outcomes. Similarly, if one does not utilize the empirically supported and interrelated learning theories for adult learners then efficient and effective outcomes cannot be guaranteed. As Dr. Ruth Clark has noted, roughly 50% of any training program design resides within the areas of analysis and design. Our approach does not preclude the necessity for solid development, implementation and evaluation as outlined within an ADDIE model but, as the old IT (Information Technology) adage “GIGO” (garbage in, garbage out) suggests, unless you do it right on the front-end you’ll still end up with less than satisfactory results on the back-end.
Learning theories abound for all situations and learning styles and will continue to evolve with new and/or re-tooled concepts of learning. But, only those theories which have been scientifically supported to efficiently and effectively impact the learner’s ability to learn are utilized here. We have all learned a myriad of learning theories, their constructs and applicability in various settings yet, have been left to our own devices to synthesize and assimilate those into workable paradigms as our work and programs dictate. Our usage here of certain empirically based theories was derived because they have shown a direct application to the analysis and design of any training program. And, most importantly, they have shown to be the most effective and efficient for achieving successful learning transfer.
We suggest these theories are “interrelated” because they have been built upon one another over time and impact individual aspects of the analysis and design of a course toward high learner retention within any training program. This interrelationship might be looked on as what Einstein referred to as his unified field theory. However, unlike Einstein, the use of the empirically supported learning theories is, as we’ve all seen over the years, ever-evolving. As such, their interrelated usage is not truly unified but an analogy towards being so as they directly interplay with and upon one another toward a unified learning schema.
It is within this unified approach that we will guide you through the analysis and design of performance-based training where effective and efficient learning is derived and accomplished. The concepts and constructs that are applied are directly applicable to classroom, blended, hybrid or e-learning environments as the presented learning theories address all of those venues.
We will discuss and then show you how and where each of these theories are directly applicable to the analysis and design of your training program. At each turn, we will present you with examples and then ask you to apply those principles on the design within a scenario. Throughout this program we will continually show you where each of these theories applies within the analysis and design, so you too will begin to see and understand the interrelationship we suggest be utilized for optimum results for your training program and most importantly, for the learner!
Let’s get started!
